The process of formulating in mathematical literacy in solving Pisa-like problems viewed from cognitive style

Abstract

This research aims to describe the process of formulating in mathematical literacy in solving the PISA-like problem viewed from cognitive style. In this research, two subjects were selected based on the math ability test, GEFT test, and the same sex. The results showed that in solving the PISA-like mathematics problems in the process of formulating, students with a cognitive field-dependent style were able to identify the information needed to solve the problem by mentioning information that was known and asked about the problem and tending to use the sentence in the question. Students are able to represent a problem mathematically using verbal representations, symbols, images, variables, formulas, diagrams and mathematical models that are appropriate, but not capable of visually representing a 3-D model into a 2-D model. While students in the cognitive field independent style in solving the PISA model problem in the process of formulating, students are able to identify the information needed to solve the problem by mentioning information that is known and asked about the problem and tends to use their own language. Students are able to represent a problem mathematically using verbal representations, symbols, images, variables, formulas/formulas, diagrams, and appropriate modeling, and are capable of visually representing 3-D models into 2-D models.

Türkiye'de 2008-2020 Yılları Arasında Matematik Okuryazarlığı Üzerine Yapılan Tezlerin Analizi: Bir Meta Sentez Çalışması

“…Literatür incelendiğinde yurt dışında matematik okuryazarlık çalışmalarının Kaiser ve Willander, 2005;Graven ve Venkatakrishnan, 2006;Venkat ve Graven, 2007;Ojese, 2011;Hardianti ve Zulkardi, 2019;Umbara ve Suryadi, 2019;Prabawati ve Herman, 2019;Rifandi, Puspita ve Mulyati, 2019;Sanjaya, Putu, Julie, Anggoro ve Ruthio, 2019;Taufik, Pagiling ve Dadi, 2019;Trapsilasiwi vd., 2019) yapıldığı gözlenmiştir. Ülkemizde ise Fırat (2019) tarafından yüksek lisans tez çalışmasında matematik okuryazarlığı açısından Türkiye'nin durumunun belirlenmesi amacıyla doküman analizi yöntemi ile makale ve tezler taranmıştır.…”

Students' Thinking Literacy Process in Mathematical Problem-Solving

“…The four components in question include specializing, generalizing, conjecturing, and convincing (Marjuwita et al, 2020;Kohen & Orenstein, 2021). The process of mathematical literacy of the subjects begins with an understanding of the mathematical problems (Taufik et al, 2019). Understanding the problem is very important in the problem solving process (Subanji et al, 2021;Sulisawati et al, 2019).…”

Analisis Kemampuan Matematika Siswa MTs Nurul Huda Mangaran dalam Menyelesaikan Soal PISA

“…Kemampuan tersebut sangat berguna bagi kehidupan manusia dalam seharihari, khususnya pada saat menyelesaikan permasalahan-permasalahan yang terjadi, baik dalam lingkup pribadi, masyarakat, dan lingkup soal lain yang lebih luas (Pujiadi dan Widyaiswra, 2020; Afrilia, 2020;Habibah, 2023;Harisman, 2023;Murdiyani, 2018;Wulandari, 2019). Selain itu, penguasaan matematika juga memudahkan aktivitas manusia, seperti penghitungan terhadap benda, pengukuran luas suatu bidang, pemotongan harga barang yang memperoleh diskon, dan lain-lain (Hasan, 2019;Taufik, 2019;Wahyuni, 2019). Menyadari pentingnya matematika tersebut, maka matematika dirasa perlu untuk dipahami serta dikuasai oleh segenap lapisan masyarakat, terutama peserta didik yang berada di bangku Sekolah Dasar sampai Perguruan Tinggi.…”